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Pre-service teachers’ use of science process skills in understanding biological concepts based on plant taxonomy at a Nigerian university.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.Despite the widespread acknowledgement of the significance of science process skills (SPS) in science education, research indicates a persistent deficiency in the use of SPS among pre-service teachers, particularly in the domain of biological concepts related to plant taxonomy. This investigation aimed to fill this gap by studying how preservice teachers utilize SPS in comprehending biological concepts based on plant taxonomy within a Nigerian University. The study had three primary objectives: firstly, to explore pre-service teachers’ conceptual knowledge of SPS and their level of biology literacy; secondly to explore how pre-service teachers use SPS to understand biological concepts based on plant taxonomy; and thirdly, to investigate the factors influencing pre-service teachers’ use of SPS in to understand biological concepts based on plant taxonomy. The research adopted a qualitative method, using open-ended questionnaires, focus group interviews (FGIs), and cogenerative dialogue to collect data. The open-ended questionnaires were employed to gain insight into the participants' understanding of SPS, facilitating in-depth data collection and exploration of their viewpoints. FGIs were utilized to gather qualitative data, enabling participants to candidly share their experiences, preferences, and challenges. Cogenerative dialogue facilitated an open discussion for pre-service teachers to articulate the factors they perceive as barriers to utilizing SPS in comprehending plant taxonomy. A pilot study was conducted to assess the research instruments and confirm their suitability. The research design and data collection methods were geared towards ensuring the robustness and reliability of the research outcomes. Additionally, ethical considerations were carefully addressed, including obtaining research authorization, gaining participant data collection approval, maintaining confidentiality and privacy, ensuring data accuracy, and handling data use and disposal. The study was grounded in two key theoretical frameworks: Cultural-Historical Activity Theory (CHAT) and Biological Literacy. CHAT informed the understanding of the significance of social facets of learning and the development of skills like SPS. The study used CHAT to explore how the pre-service teachers, as learners, interacted with their environment, to use SPS to understand biological concepts based on plant taxonomy. Biological Literacy was also employed to explore the level of biological literacy among the pre-service teachers and how it related to their understanding and utilisation of SPS in the context of plant taxonomy. Participants in the study consisted of 24 pre-service biology teachers who were in their third and fourth academic years at a Nigerian University. The participants were chosen because of their extensive experience (of at least 3 years) in the development of SPS. The findings revealed that pre-service teachers demonstrated a solid understanding of some SPS, such as classifying, measuring, and interpreting data. However, they struggled with other skills, such as operational definition, identifying and controlling variables, hypothesising and predicting. Pre-service teachers’ level of biological literacy was found to be relatively low, with many struggling to apply scientific knowledge in decision-making, particularly in the context of plant taxonomy. The study also revealed that practical work (PW) was an essential component of science education, but pre-service teachers often lack the necessary skills and training to effectively implement PW in their learning of SPS . Furthermore, the study identified external factors, such as financial constraints, difficulties in plant identification, and the availability of qualified instructors, as potential barriers to the development of SPS among pre-service teachers. The study concluded that pre-service teachers exhibited deficiencies in their understanding and application of SPS, particularly in the context of plant taxonomybased biological concepts. The study underscored the broader implications for the education system’s ability to cultivate essential SPS among pre-service biology teachers. The inadequacies observed, despite prior exposure to SPS concepts, underscored a critical gap in foundational understanding. This deficiency not only hinders pre-service teachers’ capability to effectively teach and communicate these concepts but also raises questions about the adequacy of current pedagogical approaches and the need for targeted interventions
Quantum effects in the nerves and brain.
No full textDoctoral Degree. University of KwaZulu-Natal Durban.Quantum biology is often referred to as an emerging field of research. In theory it shares its roots with the more general field of quantum physics. Many of the founding figures of quantum theory were intrigued as to whether its insights into the structure of matter might equally offer insights into living matter. Experimental evidence for quantum effects in biological systems took longer to emerge, with tunnelling in enzymes observed in the 1960s. More recently, advances in ultrafast experimental techniques have led to extensive investigation into the role of quantum coherence in energy and charge transfer in photosynthesis. Despite this long history, the role that quantum effects play in biological systems is still very much up for debate. Even more debatable is the role that quantum effects may play in that most complex biological system: the brain. Penrose and Hameroff, for example, have suggested that consciousness cannot be explained by classical processes, and their Orchestrated Objective Reduction theory has generated both interest and critique.
Consciousness is the brain’s most profound secret and it remains to be seen whether quantum mechanics will prove a likely explanation. But, less ambitiously, the brain can also be described as a collection of nerve cells, whose function involves physiological processes similar to those in other cells. The aim of this thesis is to investigate how progress made in quantum biology might be applied to the specific context of neurology. To this end, the thesis revisits two of the models currently employed in quantum biological research. The first of these is the Posner molecule model of cognition, developed by Matthew Fisher. This hypothesis involves the entangled spins of phosphorus nuclei in calcium phosphate molecules, which have an influence on the balance of free calcium ions and thus neural activation. This original model is further developed here to investigate how entanglement and coherence are altered by the inclusion of lithium isotopes, and whether this might offer an explanation for the mode of action of lithium in treating bipolar disease. The second model investigated in this thesis is the vibration-assisted tunnelling model first developed in the context of olfaction. The hypothesis here is that olfactory receptors are potentially activated by an electron transfer that is facilitated by the vibrational modes of the olfactant. Ligand-receptor interactions are ubiquitous in biological systems and not least in the effective functioning of the nervous system. This thesis thus re-examines the vibration-assisted tunnelling model to determine how generalisable it might be, by taking the specific case of infection with the SARS-CoV-2 virus. While this virus-host interaction is not neurological, intriguing evidence that antidepressants can have antiviral effects as well as the profound effects that COVID-19 can have on the nervous system, suggests that this timely example might offer valuable neurological insights.
Iqoqa.
Isilinganiso sendlela yokuphila kujwayele ukuthi sibizwe njengomkhakha osathuthuka ocwaningweni. Ngokwenjulalwazi sihambelana nomkhakha owejwayelekile wesilinganiso sefiziksi. Amafiga aso ayisisekelo amaningi enjulalwazi yesilinganiso ayenokusongoza ukuthi ngabe isiboniso saso ohlelweni lokuthile kunganikeza imibono elinganayo yini kokuphilayo. Ubufakazi bokulinga imithelela yesilinganiso ezinqutshweni zokuphilayo zathatha isikhathi eside ukuvumbuka, ngokuguduza kwama-enzyme abonakala ngeminyaka yesikhathi se-1960s. Kakhulukazi esikhathini esincane esedlule, ukuphokophelela kwamasu okulinga ngokushesha okukhulu sekuholele ekuphenyeni okunzulu eqhazeni elibanjwa ukuhambisana kwesilinganiso emandleni kanye nokuthululelana kwamandla ezindleleni zokuphilayo. Ngaphandle kwalo mlando omude, iqhaza lokuthi imithelela yesilinganiso elibambayo ezinqutsheni zokuphilayo kusasezithebeni kuqakuliswana ngako. Okuqakuliseka kakhulu iqhaza imithelela yesilinganiso engalibamba kuleyo nqubo yokuphilayo okuyinkimbinkimbi: ingqondo. UPenrose kanye noHameroff, isibonelo, sebephakamise ukuthi ukuqhasha angeke kuchazeke ngezindlela zakudala, kanye nenjulalwazi yabo ye-Orchestrated Objective Reduction isiveze kokubili ukulangazelela kanye nokubuka ngokucofiya. Ukuqwashiseka imfihlo enkulu yengqondo futhi kusahlelo kubonakala ukuthi ukunyakaza ngamafosi kwesilinganiso kuzoveza incazelo ezwakwalayo.
Kodwa, ngokuzimela okuncane, ingqondo ingachazwa futhi njengoqoqo lemizwa yamaseli, umsebenzi wawo ofaka izinqubo zokunyakaza ezifana nalezo zakwamanye amaseli. Inhloso yalolu cwaningo ingukuphenya ukuthi kuqhubeka kanjani ukuthi isilinganiso sokuphilayo singasetshenziswa esimweni esithile ekusebenzeni kwengqondo. Kuze kube manje, lolu cwaningo luvakashela amamodeli amabili okumanje asetshenziswayo ocwaningweni lwesilinganiso sokuphilayo. Okukoqala kwalokhu imodeli yenhlayiya yePosner yokusebenza kwengqondo, eyaaqnjwa nguMatthew Fisher. Lesi sihlawumbiselo sifaka kuso ukuzungeza okubambekayo kwenuclei kwimolekhuli yecalcium phosphate, nokunomthelela yokubhalansisa amacalciuma ions akhululekile kanye nokuqalisa kokusebenza kwengqondo. Le modeli yokuqala ngqa iphinde ithuthukiswe futhi lapha ukuphenya ukuthi ukubambeka kanye nokuhambisana kushintshwa kanjani ngokufakwa kwelithium isotopes, kanye nokuthi ngabe lokhu kunganikeza yini incazelo yesimo sokusebenza kwelithium ukwelapha isifo sebipolar. Imodeli yesibili ephenyiwe kulolu cwaningo imodeli yokuguduza okwelekelelwe ukunyakaziswa ethuthukiswe isimweni se-olfaction. Isihlawumbiselo lapha esokuthi izamukeli ezi-olfactory zinakho ukunyakaziseka ngokushintshana kwama-elekhthroni okudalwa izimo zokunyakaziseka kwama-olfactant. Ukuhlangana kweLigand-receptor kukuyo yonke indawo ezindleleni zokuphilayo futhi hhayi kancane ekusebenzeni okunempumelelo kokusebenza kwengqondo. Ucwaningo, ngakho-ke, luphinda luhlole imodeli yokuguduzisa eyelekelelwa ukunyakaziswa ukuthola ukuthi kungasabalala kanjani, ngokuthatha isimo esithile sokutheleleka ngegciwane le-SARS-CoV-2. Yize ukuxhumana komsingathi wegciwane kungaphathelene nengqondo, ubufakazi obunozungu bokuthi ukwelashwa ngokuphikasana nokhwantalala kungaba nemithelela ephikisana negciwane kanye nemithelela emikhulu i-COVID-19 engaba nayo ekusebenzeni kwemizwa, kuphakamisa ukuthi lesi sibonelo esikhathini esihle singanikeza umbono obalulekile ekusebenzeni kwengqondo
Teaching practices and emotions of senior phase teachers during the Covid-19 pandemic : a case study.
No full textMasters Degree. University of KwaZulu-Natal, Pietermaritzburg.The outbreak of the COVID-19 pandemic in South Africa and the declaration of a national lockdown in March 2020 resulted in the closure of schools. Social distancing became an important measure to curb the spread of the pandemic. As a result, learners had to stay at home while embarking on alternative learning. Therefore, this research study examined the experiences and emotions of senior phase teachers in the process of adjusting their teaching practices and curriculum coverage during the COVID-19 pandemic. This study was grounded on Hargreaves’s (2001) theory of emotional geographies of teaching as it the most relevant theoretical framework for this study. Hargreaves’s (2001) five emotional geographies of teaching are sociocultural, moral, physical, political and professional. Furthermore, this study was located within the interpretive research paradigm due to its appropriateness in helping the researcher to obtain an in-depth understanding of the reality of teachers’ circumstances during the COVID-19 pandemic. According to Mack (2010), interpretive studies focus on an individuals’ ability to construct meaning. In answering this study’s two research questions, this study adopted two forms of data generation instruments which were semi-structured interviews and collages. Purposive sampling was applied in conducting this study as it allowed a small number of participants to be selected based on a stipulated criterion. Therefore, the researcher purposefully selected six grade seven teachers teaching different subjects in a primary school during the COVID-19 pandemic. This was done to get in-depth knowledge on the experiences of senior phase teachers in the process of adjusting teaching strategies and curriculum coverage during COVID-19 pandemic. The findings of this study indicated that the outbreak of the pandemic compelled teachers to adjust to COVID-19 regulations. In doing so, the implementation of the following actions was in practice: health protocols such as social distancing and sanitising, rotation systems, curriculum trimming, use of digital technology. There were a number of factors that impaired the process of adjustment in many ways. These included scarcity of resources and heavy workloads for teachers, as well as other socio-economic challenges. In addition, the findings of the study revealed that, in adjusting teaching strategies during COVID-19, teachers experienced feelings of fear and anxiety and felt the need for varying degrees of support from different role players such as parents, the Department of Basic Education (DBE) and fellow teacher
Izindlela namasu okufundisa izingcezu zenkulumo esifundweni isiZulu ulimi lwasekhaya esigabeni semfundo nokuqeqesha okuqhubekayo ezikoleni zaseMhlathuze.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.Kulolu cwaningo bekucutshungulwa izindlela namasu asetshenziswa ngothisha besiZulu uLimi Lwasekhaya ukufundisa izingcezu zenkulumo esigabeni sokufunda nokuqeqesha, ngokugxila ebangeni leshumi neleshumi nanye. Luphinde lubheke ukuthi othisha bazisebenzisa kanjani lezi zindlela uma befundisa, nokuthi yiziphi izizathu zokuba basebenzise zona futhi nangendlela abazisebenzisa ngayo. Imininingo ikhiqizwe kubahlanganyeli abayithupha ezikoleni ezintathu zaseMhlathuze ezisesifundeni saseKing Cetshwayo. Kwaqokwa ngokwenhloso abahlanganyeli ababili isikole ngasinye ngoba bafundisa isiZulu uLimi Lwasekhaya emabangeni ayehlonziwe. Kuthathwe isikole esisodwa esisemakhaya, esisodwa esiselokishini kanye nesisodwa esisedolobheni ukuze kukhiqizwe imininingo eyingxubevange. Lolu cwaningo luyinhlanganisela yekhwalithithethivu lubuye futhi lube ngolwesimo kanti lusebenzise ipharadaymu yomhumusho. Lapha kusetshenziswe izindlela ezine ukukhiqiza imininingo; okuyizingxoxo ezisakuhleleka, ukwethamela izifunjwana, izingxoxo zamaqembu kanye nokuhlaziya amadokhumenti, okungamalungiselelo ezifunjwana. Imininingo ekhiqiziwe ihlaziywe yaphinde yahlelwa gokwezindikimba.
Imiphumela yocwaningo ihlaziywe kusetshenziswa injulalwazi kaVygotsky (1978) iSocial constructivism. ISocial constructivism iveza ukuthi ukufunda okuyimpumelelo yilapho umfundi eba yingxenye okwakhiwa kolwazi ngesikhathi sokufunda nokufundisa. Le njulalwazi igcizelela izigaba ezintathu zokukhula komfundi ngokolwazi: Yilapho umfundi engakazi lutho, yilapho enolwazi olungenele bese kuba
yilapho engasancike kumuntu esekwazi ukuzimela ngolwazi analo. Injulalwazi yeSocial constructivism igcizelela ukuxoxisana nokuthi abafundi bazuza ulwazi olusha ngokuthi baxoxisane. Imiphumela yocwaningo iveza ukuthi izindlela ezigqamile ezisetshenziswa ngothisha ukufundisa izingcezu zenkulumo, indlela yokubuza nokuphendula, indlela yokutshela, indlela yokuxoxa, indlela yokubumba umthetho
wohlelo lolimi, indlela yokubuka ngokuqaphelisisa kanye nendlela yokuphindaphinda. Amasu agqamile asetshenziswa ngothisha uma befundisa izingcezu zenkulumo yisu lokuqhathanisa, lokuqoqela ndawonye kanye nelokusabalalisa ulwazi. Othisha babonakale bethembela kakhulu kulezi zindlela namasu okufundisa, ikakhulukazi asebenza kangcono yilawa enza abafundi babe yingxenye nabo yokwakhiwa kolwazi. Imiphumela yocwaningo iveza nokubaluleka kokusetshenziswa ngempumelelo kolwazi lwangaphambili. Injulalwazi iSocial constructivism iyakweseka kakhulu ukusetshenziswa kolwazi lwangaphambili esifunjwaneni sosuku. Imiphumela yocwaningo ikuvezile ukuthi othisha nakuba bezisebenzisa izindlela ezahlukene zokufundisa, kusekhona okushodayo futhi bayadinga ukulekelelwa uMnyango weMfundo Eyisisekelo ngoba bayakudinga ukwesekwa ngokuqeshwa okuqhubekayo, ikakhulukazi ngoba isimo sezemfundo sibuye siguquke ngokuphuthuma, bayakudinga nokwesekwa ngezinsizakufundisa ezifanele. Othisha babuye babhekane nenkinga yokuthi abafundi banokusibukela phansi isiZulu ngenxa yomthelela wolimi lwesiNgisi esiqhakanjiswa kakhulu ezikoleni nasemakhaya, yingakho abafundi besishaya indiva lesi sifundo ngoba banokuzitshela ukuthi asisona isifundo esibalulekile, bese benganaki ngendlela abalindeleke ngayo. Lokhu kukodwa nje kudala izinkinga zokuthi abafundi bangakwazi ukuphumelela kahle esiZulwini uLimi Lwasekhaya. ENGLISH ABSTRACT: This research study reports on the methods and strategies that are employed by isiZulu Home Language teachers in selected schools to teach parts of speech in the Further Education and Training (FET) Phase, by focusing on Grades 10 and 11. The study explored how isiZulu teachers utilise these pedagogies and strategies and why they use them the way they do. Data were generated from six participants in three schools located in the circuit of Mhlathuze, in the King Cetshwayo Disctric. Two participants per school were purposively selected because they teach isiZulu Home Language in the grades that were targeted. For generation of diversed data, the sampled schools comprised of a mixture of a rural, township and suburban situative contexts. This is a qualitative case study, which follows the interpretive paradigmn. Data were generated using four data production methods, namely: semi-structured interviews, focus groups, class observations, and document analysis of lesson plans. Data were analysed using the thematic analysis approach and Vygotsky’s (1978) theory of Social constructivism. The Social constructivist theory advocate for learners’ active engagement in the process of learning or construction of the new knowledge. The Social constructivist theory higlights three vital stages of academic development of a learner, namely: tabula rasa stage; knowledge-gap stage; and fully-developed and self-reliance stage. The theory of Social constructivism puts more emphasis on learners’ prior knowledge in constructing new knowledge, through collaborative learning experience. Findings of this study reveal that isiZulu teachers employ a variety of methods to teach parts of speech in Grades 10 and 11. The freequently used methods are learning-inquiry method, telling method; discussion method; grammatical analysis method; seeing method; and revision method. Strategies that are utilised freequently to teach parts of speech are comparative strategy; combining strategy; and dissermination strategy. Teachers who were participants of the study relied heavily on these methods and strategies, particularily those that are learner-centred. Another aspect of teaching and learning that was revealed by the findings of the study is the significance of learners’ prior knowledge. The Social constructivist theory advocates for the use of learners’ prior knowledge as a ‘think tank’ for each lesson. Findings revealed that although teachers employ multiple pedagogies and strategies to teach parts of speach, there seems to be a knowledge gap, and the Department of Basic Education needs to organise professional development programmes that will equip isiZulu Home Language teachers with necessary skills, especially in this ever changing academic context. Teachers require an on-going support with provision of appropriate and relevant study materials. Another contributory factor to the challenge of teaching parts of speech is the marginalisation of isiZulu and the hegemonic power of English in schools and communities, which creates a myth on the learners’ mind that isiZulu is not a language of social and economic importance. As a result, learners fail to reach their maximum potential in isiZulu Home Language classroom.Thesis written in isiZulu
Understanding illness in a local community: an exploration of the socio-cultural impacts of hypertension in patients and their families in Swayimana Location, KwaZulu- Natal.
No full textMasters Degree. University of KwaZulu-Natal, Durban.No abstract available
Decolonizing higher education: exploring Student Representative Council’s (SRC) perspectives.
No full textMasters Degree. University of KwaZulu-Natal, Durban.Decolonisation as a concept has been in existence for many years within the higher education context. In recent years, there has been an increase in the number of debates and articles, both nationally and internationally, about the decolonisation of higher education. The South African context was escalated through a series of student movement protests. Protests such as #FeesMustFall, #RhodesMustFall, and other national protests intensely affected South Africa’s higher institutions between 2015–2016 and gave prominence to the decolonisation of higher education in South Africa. The University of KwaZulu-Natal, which was used for this study, was forced to close when students’ demands to decolonise the curriculum intensified.
The rationale for this study was to conceptualise the understanding of the Student Representative Council (SRC) of decolonisation in higher education and their contribution towards the call to decolonise the university. The purpose of the study was to explore the SRC’s perspectives of decolonising the curriculum. The study was done using a qualitative case study and a conceptual framework. The case study method is widely utilized by researchers to delve deeply into a specific situation, event, or entity, offering a comprehensive perspective. The five SRC presidents were selected to participate in semi-structured and focus group interviews. The data were analysed using thematic analysis. It was found that the SRC’s
perspectives about the decolonisation of higher education were distinct, congruent, and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for its decentralisation. The literature presented in the study showed that many scholars think that the decolonisation of higher education is critical and yet a debatable discourse in the 21st century as many scholars across the world are moving towards a more congruent and borderless notion of education and responsiveness. Further, literature presented in the study highlights the notion of keeping a tenuous balance in our process to decolonise higher education, as we cannot be ignorant of the reality that 21st century is dynamic in
unprecedented ways. The study found that the SRC’s perspectives of decolonisation is centred around the idea of an intervention strategy that is needed as a way of dismantling Eurocentric thoughts. A question may arise in terms of how this can be achieved. Reconciling the Westernised Eurocentric and the Africanised indigenous curriculum, meaning, a curriculum that is culturally sensitive does not mean discounting certain components of Western knowledge constructs that benefit African societies. In this way, learning becomes meaningful (Shizha, 2013). Further, the study found that there is no alignment in terms of operations and consultations between university management and the SRC pertaining to students’ issues. Therefore, the research concludes by providing recommendations for future studies pertaining to the issues around a better understanding of roles of engagement between SRC and university management
Homophobic hatred and violence in Pietermaritzburg: drawing on faith to establish counter communities of care for black Izitabane women.
No full textDoctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.The challenges faced by black Izitabane women, especially in relation to their sexual orientation and their religious beliefs, are significant. The compatibility of Ubutabane and Christianity has been a topic of debate, with some Christians advocating for coexistence while others view it as contradictory to core Christian principles. Black Izitabane women often experience marginalization and discrimination in various aspects of society. This autoethnographic research, which drew on queer theology and used a qualitative approach, aimed to explore the individual experiences, perspectives, and beliefs of nine black Izitabane women regarding their sexuality and faith. All participants identified as Isitabane and considered themselves devout Christians. The study used purposive sampling to select and invite participants and gathered data through a focus group discussion and individual interviews focusing mainly on the faith, violence, culture, and sexual experiences of black Izitabane women in Pietermaritzburg. Thematic analysis was employed to analyze the data. The findings revealed that the women who were part of this exploration perceived the church as unwelcoming and fellow Christians as judgmental. They faced rejection and isolation in the very place where they expected to be supported. The study suggests that, in post-apartheid South Africa, the church should take a proactive role in advocating for social justice and combatting homophobic hatred and violence, which continues to marginalize black Izitabane women
Perceptions of community members on restorative justice programmes on offenders and victims of crime: a case study of Cato Manor in Durban KwaZulu-Natal.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.Restorative justice programmes in South Africa have gained prominence as alternative approaches to traditional criminal justice systems, as they aim to address the needs of both the offenders and victims, while fostering community healing and reconciliation. This study explores the perceptions of community members regarding the impact and effectiveness of restorative justice programmes in the context of the Cato Manor located in Durban, Kwa-Zulu Natal. The study adopted a qualitative approach located within the interpretivist paradigm. Data were collected through semi-structured interviews conducted with a sample of 16 participants consisting of 12 community members residing in the Cato Manor community and four (n=4) community leaders who were selected through purposive sampling. Data were analysed using Braun and Clarke’s thematic analysis model. Data were collected to develop insights into community members' views, experiences, and attitudes regarding the impact and effectiveness of restorative justice programmes. Precisely, the study examined the community members’ perceptions of the benefits, challenges, and outcomes of these programmes for both the offenders and the victims of the crimes. The findings suggest that community members generally view restorative justice programmes positively, emphasising their potential in terms of promoting accountability, rehabilitation, and the reintegration of ex-offenders into the community. The participants highlighted the importance of involving the victims of crimes in the restorative process, providing opportunities for dialogue, restitution, and healing. However, limited access to resources, lack of awareness, and cultural barriers were identified as the barriers to the effectiveness of restorative justice programmes in the Cato Manor Informal Settlement. Additionally, the participants raised concerns about the need for greater community involvement, support, and capacity-building in these programmes to ensure the sustainability and success thereof. The study recommends that there is a need to increase community awareness and education on the benefits of restorative justice, improve resource allocation to support these initiatives, and foster stronger community involvement and capacity-building efforts to ensure the programmes' sustainability and success
An evaluation of the ethical concerns raised by a Liberian Research Ethics Committee using the principles and benchmarks proposed by Emanuel et al. (2008)
No full textMasters Degree. University of KwaZulu-Natal, Pietermaritzburg.BACKGROUND
The 2014 Ebola outbreak in Liberia attracted researchers from the Global North and organizations to undertake research involving human participants. Research projects, including collaborations between those in the global north and those in the global south, have a longstanding history of exploiting underprivileged and vulnerable populations. This increase in research activities raises a lot of ethical concerns, given the vulnerable nature (poverty, illiteracy, and weak health systems) of the majority of Liberians. There, the critical role of research ethics committees (RECs) in protecting the rights and welfare of research participants became evident. One useful approach to help understand whether RECs are effectively evaluating the ethical risks and benefits of a research protocol and ensuring that the rights of research participants are protected is through the use of the Emanuel et al. framework. The framework developed by Emanuel et al. encompasses a comprehensive set of eight ethical principles and provides a systematic approach for evaluating the ethical aspects of research at various stages, ranging from the initial planning and design through the implementation and dissemination stages. This study aims to identify the ethical concerns raised by a Liberian REC using the benchmarks proposed by the Emanuel et al. framework.
METHODOLOGY
A qualitative case study design was used to collect the data from the meeting minutes of 17 protocols reviewed by the Liberian REC from 2018 to 2019. The data was examined using content analysis and mapped onto the eight principles of the Emanuel et al. (2008) framework.
RESULTS
The findings revealed that 94% of the concerns raised by the Liberian REC could be matched to the framework. Of these, the three most frequently raised ethical concerns, ranked in descending order, were related to the principles of scientific validity, fair participant selection, and informed consent. The least raised concerns were related to social value and collaborative partnerships. The study also identified other concerns, such as inconsistency in completing the application forms and the absence of section sub-headings and references.
CONCLUSION
Overall, the selected REC is focused on ensuring that the rights and welfare of research participants are protected. Based on the findings of this research, there is a need to strengthen the capacity and performance of the REC for conducting ethical reviews of research protocols in Liberia, especially in the context of emerging infectious diseases and global health emergencies. Thus, the Emanuel et al. (2008) framework provides a valuable tool for evaluating the ethical conduct of research in Liberia. It is adaptable and takes into account the country’s unique social and cultural context while at the same time emphasising the importance of informed consent. In addition, collaborative partnerships which are emphasised in the framework, need to be taken heed of, particularly in Liberia, where many people have limited experience in research. It also helps identify potential
gaps in the review process and promotes sustainability in capacity building for researchers and REC members to protect the rights and welfare of research participants and infrastructure in the research setting
Foraging specialization of flower visitors in a grassland community: insights from metabarcoding versus traditional methods.
No full textDoctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.Ecological networks of plant-pollinator interactions at the community level were traditionally studied using natural history-type direct observations as well as microscope-based palynology. Over the last decade, these methods have been complemented by emerging molecular technologies such as metabarcoding of pollen loads on insects which holds the promise to reveal interactions that would be difficult to observe directly. We compared traditional methods of studying plant-pollinator interactions (observational data, palynology) with metabarcoding data to assess the degree of complementarity of the different approaches and whether the molecularbased approach revealed previously unknown interactions. This was done for a community on Mount Gilboa, KwaZulu-Natal, South Africa. In an initial exploratory study, I demonstrated successful amplification of DNA from fuchsin-fixed pollen which opens the possibility of using this method of pollen barcoding from specific sites on pollinator bodies, including fragile archival specimen. My results showed that networks constructed from metabarcoding data were more complex with a higher resolution of ecological interactions than those obtained using the traditional methods of microscopy of pollen-loads and visitor records. A complete community approach combining both the nocturnal and diurnal components showed a complex network comprising 66 pollinator species and 172 plant species, corresponding to a network with low modularity, high nestedness and high linkage density, and which is likely to be ecologically robust owing to high generality within the network. However, because many of the plants and animals in the community have not yet been barcoded and were not available in the DNA barcode reference library, it was difficult to obtain species-specific names for 72% of the putative plant species and 45% of the putative animal species in these networks. These were assigned to the lowest taxonomic level possible after cross referencing against known occurrence records. Nocturnal pollination networks revealed a 2.5-fold increase in interaction diversity, and 4.5-fold increase in pollinator generality when using metabarcoding data in comparison to conventional microscopy. Hyper diverse countries such as South Africa, however, still require significant resources to build comprehensive reference libraries allowing for sequence data to accurately assign species names. I conclude that the greater resolution and throughput obtained through metabarcoding can increase our understanding of complex ecological interactions and networks.
Iqoqa.
Amanethiwekhi emvelo okusebenzelana kwempova yezitshalo ezingeni lomphakathi ngokuvamile acwaningwa kusetshenziswa ukubhekwa okuqondile kohlobo lomlando wemvelo kanye nepalynology esekelwe ngesibonakhulu. Kule minyaka eyishumi edlule, lezi zindlela ziye zahambisana nobuchwepheshe obusafufusa bamamolekhyuli obufana nemetabarcoding yemithwalo yempova ezinambuzaneni ezinesithembiso sokuveza ukusebenzisana okungaba nzima ukukubona ngokuqondile. Siqhathanise izindlela ezivamile zokufundisisa ukusebenzisana kwempova yezitshalo (imininingo yokubuka, ipalynology) nemininingo yemetabarcoding ukuze kuhlolwe izinga lokuhambisana kwezindlela ezihlukene kanye nokuthi indlela esekelwe kumamolekhyuli yembula yini ukusebenzisana okwakungaziwa ngaphambili. Lokhu kwenzelwa umphakathi waseMount Gilboa, KwaZulu-Natali, eNingizimu Afrika. Ocwaningweni lokuqala lokuhlola, ngibonise ukukhulisa ngempumelelo i-DNA kusuka kumpova egxiliswe kwifuchsin okuvula amathuba okusebenzisa le ndlela yokufaka ibhakhodi yempova kumasayithi athile emizimbeni yempova, okuhlanganisa nezibonelo zemibhalo egciniwe entekenteke. Imiphumela yami ibonise ukuthi amanethiwekhi akhiwe kusuka emininingweni yemetabarcoding ayeyinkimbinkimbi kakhulu ngokulungiswa okuphezulu kokusebenzelana kwemvelo kunalawo atholwe kusetshenziswa izindlela zendabuko zemicroscopy yempova elayishiwe namarekhodi ezivakashi. Indlela ephelele yomphakathi ehlanganisa kokubili izingxenye zasebusuku nezansuku zonke ibonise inethiwekhi eyinkimbinkimbi ehlanganisa izinhlobo zempova ezingama-66 nezinhlobo zezitshalo eziyi-172, ezihambisana nenethiwekhi enemodularity ephansi, indawo yokuhlala ephezulu kanye nokuxhumanisa okuphezulu, futhi okungenzeka ukuthi iqine ngokwezemvelo ngenxa yokuphakama okuphezulu, okujwayelekile ngaphakathi kwenethiwekhi. Kodwa-ke, ngenxa yokuthi izitshalo nezilwane eziningi emphakathini bezingakafakwa amabhakhodi futhi bezingakatholakali emtapweni wolwazi webhakhodi ye-DNA, kube nzima ukuthola amagama aqondene nezinhlobo ezithile zezitshalo ezingamaphesenti angama-72% kanye nama-45% ezitshalo nezinhlobo zezilwane eziyingozi kulawa manethiwekhi. Lezi zabelwa ezingeni eliphansi letaxonomic ngangokunokwenzeka ngemuva kokubhekisela okuphambene ngokumelene namarekhodi ezenzakalo aziwayo. Amanethiwekhi okuthunyelwa kwempova ebusuku aveze ukwanda okuphindwe ka-2.5 kokuhlukahluka kokusebenzelana, kanye nokwanda okuphindwe ka-4.5 kokujwayelekile kwempova lapho kusetshenziswa imininingo yemetabarcoding uma kuqhathaniswa nemicroscope evamile. Amazwe ahlukahlukene njengeNingizimu Afrika, nokho, asadinga izinsiza ezibalulekile zokwakha imitapo yolwazi ebanzi evumela imininingo yokulandelana ukuze kwabiwe amagama ezinhlobo ngokunembile. Ngiphetha ngokuthi ukulungiswa okukhulu nokusebenza okutholwe ngemetabarcode kungakhuphula ukuqonda kwethu ukusebenzisana kwemvelo okuyinkimbinkimbi namanethiwekhi